Calculate the square root for each number to the nearest tenth??
For the number above

Answer:

Answer is 18

Step-by-step explanation:

18x3=54

54+54=108

18+2=20

20+20=40

108+40=148

Answer:

Step-by-step explanation:

I hope you dont have to show your work because I am not showing how you do all of those aha.

part 1:

1. p=72, a= 612

2. p=194, a= 32.5

3. p=300, a= 1500

4. p=221, a= 35

and um... I dont know how to do part two. sorry

The required solution of given polynomial equation is \(x+1-\frac{8}{2x+5}\) .

Given polynomial equation is \(2x^{2}+7x-3\) which is to be divided by \(2x+5\)

In case of division of polynomials we Long division method to calculate final value of the given equation.

For solving given equation let us start from;

\(\frac{2x^{2} +7x-3}{2x+5}\) = \(x+\frac{2x-3}{2x+5}\)

\(x+\frac{2x-3}{2x+5}\) = \(x+1 +\frac{-8}{2x+5}\)

\(x+1-\frac{8}{2x+5}\)

The final solution for given equation is \(x+1-\frac{8}{2x+5}\)

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Answer:

23 and 19 is the coefficient

Answer: 0.68

Step-by-step explanation: Brainiest please

Answer:

8.7

Step-by-step explanation:

Because the triangle is right, we can use the Pythagorean theorem to find the length of the other leg.
5^2+x^2=10^2
25+x^2=100

x^2=75

x=5 sqrtc3, which rounds to

8.7

The most effective way to represent the relative distance between star systems within a galaxy is by using  logarithmic scale.

By compressing the vast distances in space logarithmically, we can create a manageable visual representation that allows for a better understanding of the relative proximity of different star systems.

Using the scale allows us to capture the immense distances involved in interstellar space while maintaining a manageable visual representation. By assigning increasing increments of distance to logarithmic intervals, we can create a proportional representation that preserves the relative distances between star systems.

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If MSwithin is smaller than MSbetween, then increasing MSwithin and/or decreasing MSbetween will lead to an increase in the F statistic.

The F statistic is calculated by dividing the variance between groups (MSbetween) by the variance within groups (MSwithin). Therefore, to increase the value of the F statistic, either the numerator (MSbetween) needs to increase, or the denominator (MSwithin) needs to decrease.

So, the answer is:

a. MSwithin > MSbetween

If the variance within groups (MSwithin) is reduced or the variance between groups (MSbetween) is increased, the F statistic will increase. Therefore, if MSwithin is smaller than MSbetween, then increasing MSwithin and/or decreasing MSbetween will lead to an increase in the F statistic.

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Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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Answer:

21

Step-by-step explanation:

When two secant lines intersect, then the product of the length of the portion of each secant line outside the circle and the entire length of the secant line are equal for both lines. Thus, to find a missing value when two secant lines intersect, we apply the relationship stated above and solve for the missing value.

So FE x GE = DE x CE

since GE = FE + GF = 21 + 18 = 39

CE = DE + CD = 20 + CD

then

21 x 39 = 20 (20 + CD)

CD + 20 = 819/20

CD + 20 = 40.95

CD = 40.95 - 20 = 20.95 or 21

Answer: Algebra. Evaluate the Function g (3)=-5r+13. g(3) = −5r + 13 g ( 3) = - 5 r + 13. Replace the variable r r with 3 3 in the expression. g(3) = −5⋅3+13 g ( 3) = - 5 ⋅ 3 + 13. Simplify the result. Tap for more steps... Multiply − 5 - 5 by 3 3. g ( 3) = − 15 + 13 g …

Step-by-step explanation: sorry if this does not helps please give me brainly

The maximum area covered under the 1 SD range (i.e. from positive axis to negative axis of central tendency) is 68%, so in any case there will be 32% data will be unaffected.

Here, as measure of central tendency is median, data might be discrete and do not follow normal curve.

By summing all the numbers in a data collection and dividing by the total number of values in the set, one can determine the mean (average) of the data set. When a collection of data is ordered from least to largest, the median represents the midpoint value. The occurrence of a number most frequently in a data set is called the mode. The mean is defined as the average of all the observations in the mean median mode formula. In mathematical terms, it is written as Mean = "Sum of Observation" "Total number of Observations." The result of dividing a group of values' sum by their total number is the value known as the mean. The middle value among a group of values is called the median.

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The distance from the centre of the ball to where the ball meets the floor is 5.5 cm.

The diameter of the ball is 11 centimetres, Therefore, the distance from the centre of the ball to where the ball meets the floor to the nearest tenth of a centimetres can be calculated as follows:

Therefore, the distance form the centre of the ball to the floor is the radius of the floor.

Hence,

distance from the centre of the ball to where the ball meets the floor = 11 / 2

distance from the centre of the ball to where the ball meets the floor = 5.5 cm

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Answer:

90,502,084.19 that's the answer

Step-by-step explanation:

The area of the shaded sector is 4π square units.

To find the area of the shaded sector, we need to calculate the central angle formed by the sector. In this case, we are given that the angle JIK is 90 degrees, which means it forms a quarter of a full circle.

Since a full circle has 360 degrees, the central angle of the shaded sector is 90 degrees.

Next, we need to determine the radius of the circle. The line segment IJ represents the radius of the circle, and it is given as 4 units.

The formula to calculate the area of a sector is A = (θ/360) * π * r², where θ is the central angle and r is the radius of the circle.

Plugging in the values, we have A = (90/360) * π * 4².

Simplifying, A = (1/4) * π * 16.

Further simplifying, A = (1/4) * π * 16.

Canceling out the common factors, A = π * 4.

Hence, the area of the shaded sector is 4π square units.

Therefore, the area of the shaded sector, expressed as a fraction times π, is 4π/1.

In summary, the area of the shaded sector is 4π square units, or 4π/1 when expressed as a fraction times π.

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Answer:

d :4h

Step-by-step explanation:

hope this helps (;

Verifying that this function satisfies the three hypotheses of Rolle's Theorem on the inverval f(x) is f(x) is and f(0) on [0, 4] on (0, 4) f(4) Then by Rolle's theorem, there exists at least one value c = 2  such that f'(c) = 0.

Given:

Consider the function f(x) = x2 - 4x + 8 on the interval 0, 4. Verify that this function satisfies the three hypotheses of Rolle's Theorem on the inverval f(x) is f(x) is and f(0) on [0, 4] on (0, 4) f(4) Then by Rolle's theorem, there exists at least one value c such that f'(c) = 0.

f(x)=x^2−4x+8, [0,4]

when, x = 0

f(x) = x^2 -4x +8

f(0) = y = 0 - 0 + 8 = 8

when, x=4

f(5) = y = 16 - 16+8 =

thus, we have 2 points (0, 8) ; (4, 8)

slope,m = {8-(8)} / {4-0} = 0

hence, we have to calculate all the points,x where 0<x<8 and slope=0

f '(x) = 2x - 4 = 0

or, f '(c) = 2c - 4 = 0

c = 4/2 =2 ( 0<x<4)

hence, the there is only one solution c=2 which satisfies Rolle's theorem.

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Option B is the correct choice

A marine biologist measured the size of each barnacle in twenty 10 by 10 square inch areas that were chosen at random. Cluster sampling is illustrated by this.

For a study that is a population into clusters, such as districts or schools, researchers will divide the population into multiple groups (clusters) and will then randomly select some of these clusters as your sample. Ideally, each cluster should be a miniature reflection of the population as a whole.

In order to determine the average size of the barnacles Semibalanus balconies along a section of rocky shoreline, a marine biologist is conducting this study. To do this, he measured the size of every barnacle in each of the twenty 10 by 10 square inch plots that were randomly chosen. Cluster sampling is illustrated by this. (Option B)

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COMPLETE QUESTION:

A marine biologist wants to estimate the mean size of the barnacle Semibalanus balconies on a stretch of rocky shoreline. To do so, he randomly selected twenty 10 by 10 square inch plots and measured the size of every barnacle in each selected plot. This is an example of  

a. convenience sampling.

b. cluster sampling.

c. stratified random sampling.

d. simple random sampling.

e. voluntary sampling.

Answer:

71.58

Step-by-step explanation:

95/100(x)=68

simplify the fraction: 19/20(x)=68

multiply 20 to get rid of the denominator: 19x=1360

divide 19 to get x: x=71.58

Answer:

A

Step-by-step explanation:

The approximation for f(1.4) using Euler's method with two steps of equal size is -0.632.

Euler's method is a numerical method for approximating the solutions to differential equations. It works by approximating the derivative at each step and using it to estimate the next value of the function.

In this case, we are given the differential equation dy/dx = x-y-1 and the initial condition f(1)=-2. We want to find an approximation for f(1.4) using Euler's method with two steps of equal size, starting at x=1.

To use Euler's method, we first need to determine the step size, which is the distance between x-values at each step. Since we have two steps of equal size, the step size is (1.4-1)/2 = 0.2.

Next, we use the initial condition to find the first approximation:

f(1.2) ≈ f(1) + f'(1)*0.2

= -2 + (1 - (-2) - 1)*0.2

= -1.2

Now, we can use this approximation to find the second approximation:

f(1.4) ≈ f(1.2) + f'(1.2)*0.2

= -1.2 + (1.2 - (-1.2) - 1)*0.2

= -0.632

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The main memory process that accounts for Shayla's ability to retain the vocabulary she learned in her first semester Spanish class is long-term memory.

Long-term memory is a type of memory storage that has a vast capacity and can store information for extended periods of time, ranging from minutes to years. It allows for the encoding, storage, and retrieval of information that can be retained for a long duration.

In Shayla's case, the vocabulary she learned in her Spanish class is stored in her long-term memory, enabling her to access and retain that information even after the class has ended. Long-term memory plays a crucial role in the consolidation and retention of learned knowledge and experiences, contributing to the long-term retention of information.

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The expression -3.1^4x * -3.1^2x + 7 has an equivalent of 887.503681x^2 + 7

From the question, the expression is given as

-3.1^4x * -3.1^2x + 7

Evaluate the exponents in the above expression

So, we have the following equation

-3.1^4x * -3.1^2x + 7 = 92.3521x * 9.61x + 7

Evaluate the products in the above expression

So, we have the following equation

-3.1^4x * -3.1^2x + 7 = 887.503681x^2 + 7

Hence, the equivalent expression of -3.1^4x * -3.1^2x + 7 is 887.503681x^2 + 7

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Answer:

-7

Step-by-step explanation:

Answer:

-7

Step-by-step explanation:

5-12=-7

hope this helps lol

Answer:

-10

Step-by-step explanation:

Multiple

6*-3=-18

Calculate

-18+8

Answer

y=-10

Binding constraints directly influence the optimal solution in a linear Programming problem, whereas constraints with positive slack are non-binding and do not directly impact the solution.

binding constraints and positive slack in the context of linear programming. In a linear programming problem, we aim to find the optimal solution for an objective function, given a set of constraints. The terms "binding constraints" and "positive slack" are related to these constraints.

1. Binding constraints: These are constraints that directly impact the optimal solution of the problem. In other words, they "bind" the feasible region (the area where all the constraints are satisfied) and affect the maximum or minimum value of the objective function. Binding constraints are active constraints, as they influence the final solution.

2. Positive slack: Slack is the difference between the left-hand side and right-hand side of a constraint when the constraint is satisfied. If this difference is positive, it means that there is some "extra" or "unused" resource in that constraint. Positive slack indicates that the constraint is non-binding, meaning it does not directly impact the optimal solution. It shows that there is some room for the constraint to be further tightened without affecting the final outcome.

In summary, binding constraints directly influence the optimal solution in a linear programming problem, whereas constraints with positive slack are non-binding and do not directly impact the solution. Knowing the difference between these terms can help you better understand and analyze linear programming problems.

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Answer:

25！=1*2*3*4*5*6*...23*24*25

26= 2*13

28=2*14or 4*7

36=2*18or 3*12 or 4*9

56=7*8

All products above are inside 25! So they are all factors of 25!

But 58=2*29 and 29 is not inside 25! so it's not a factor of 25!

Step-by-step explanation:

hope it helped

Answer:

n=25

Step-by-step explanation:

Let n be the greatest possible integer Jo could be thinking of. We know n<100 and n=8k-1=7l-3 for some positive integers k and l. From this, we see that 7l=8k+2=2(4k+1), so $7l$ is a multiple of 14. List some multiples of 14, in decreasing order: 112, 98, 84, 70, .... Since n<100, 112 is too large, but 98 works: \($7k=98\Rightarrow n=98-3=95=8(12)-1$\). Thus,\($n=\boxed{95}$\).

Hope this helped! :)